These questions can be used to review the actions of boards, leaders and teachers to accelerate the progress of priority groups of learners. Priority learners refers to those students who are not achieving at or above National Standards.
This framework has been developed from ERO’s evaluation indicators.
To what extent do the board’s processes contribute to improved outcomes for learners, particularly for priority learners?
Review: What does the board know about the achievement of students in their school? What is the usefulness of the information they receive?
Plan: How has the board used the information they receive to set targets, develop strategic and annual plans, allocate resources, and develop principal performance agreements?
Monitor: How has the board monitored their progress towards achieving targets for priority learners? Ongoing reporting of achievement data for board monitoring, principal appraisal.
Review: What does the board know about the impact of their decisions on accelerating the progress of these learners?
To what extent are leaders’ processes and practices accelerating the progress of priority learners?
Review: What processes are leaders using to determine which groups of students and which learning areas should be targeted? Assessment processes, target setting – teachers’ and trustees’ involvement.
Do targets and processes focus on the students whose progress needs to be accelerated most?
Plan: How are leaders extending teachers’ capability to accelerate the progress of the identified priority learners? Setting teaching expectations, identifying and responding to PLD needs.
Implement: How are leadersidentifying and monitoring the implementation of agreed strategies? Teacher appraisal, reporting in relation to National Standards and targets, moderation processes.
Report: How are school leaders helping the school’s community to understand and contribute to the actions in place for priority learners? Promulgation of targets, working in partnership with communities to support learners.
Review: What does the leader know about the impact of the strategies in place to accelerate the progress of priority learners? Reporting progress, monitoring, self review, making changes where necessary, outcomes against targets.
To what extent are teachers focused on accelerating the progress of priority learners?
Review: What process do teachers use to identify and monitor the progress of the priority learners?
Are teachers focused on the students that need to make the most progress? Are there any key groups who are not included in the targets?
Are teachers focused on the groups of students, for whom the board has set targets for? If not, why not?
Plan: How are teachers involved in developing, or made aware of, strategies they should use to accelerate progress in relation to the target?
What PLD have teachers had to support them to accelerate the progress of priority learners in their class?
Implement: What do leaders know about how well teachers are implementing any agreed strategies? Appraisal, moderation, reporting.
How have teachers involved priority learners in understanding what they need to do to accelerate their progress? Goal setting, monitoring in relation to National Standards.
How have teachers involved parents/whānau in supporting their children to progress? Reporting, learningpartnerships.
Review: What do teachers know about how their interventions or strategies are making a difference for priority learners?
How effective is this school in accelerating the progress of priority learners in relation to the National Standards?
How relevant are this school’s targets for accelerating the progress of priority learners?
How are trustees, leaders, teachers working together to accelerate the progress of these students?
How have these students progressed?
What do trustees, leaders and teachers know about the extent to which these students’ progress has been accelerated?